Narrative Method for the Human Sciences
... This study investigated how culturally responsive teaching (CRT) and SEL build a supportive environment and sense of belonging for English language learners (ELLs) by enabling them to tell their own stories. Further, this study explores the prominent elements in storytelling from ELLs' journal entries to investigate what strategies and techniques ELLs apply in their own narrative stories (Riessman 2008;Robin 2008). While previous literature has supported the importance of SEL for ELLs (Pentón Herrera and McNair 2021;Robinson-Ervin et al. 2011), SEL curricula and training were integrated mostly in K-12 settings (Paolini 2019). ...
... This phase was designed to achieve consistency and different points of view within the data. In the next phase, the researchers applied a deductive approach to the data according to two a priori domains: (a) the CRT-SEL model (Yeh et al. 2022) and (b) narrative components of storytelling (Riessman 2008;Robin 2008;Talan 2021). This was followed by a round of inductive coding to explore themes FIGURE 1 | Model of culturally responsive teaching-social emotional learning for international students (Yeh et al. 2022, 26). ...
... For RQ2-(a), the study applied thematic content analysis on journal data. The data were coded deductively according to major themes of (1) point of view, (2) dramatic questions, (3) economy and pacing, (4) emotional content, (5) story fluency, and (6) macro contexts (Riessman 2008;Robin 2008;Talan 2021) and then were analyzed based on situation and activity strategies (Miles et al. 2020). All data were coded manually and independently by both researchers. ...
This study explores how culturally responsive teaching (CRT) and social and emotional learning (SEL) build a supportive environment and sense of belonging for English language learners (ELLs) by telling their own stories. This study emerged from a disruptive phase during a global crisis, when frameworks like the CRT-SEL model are needed to support students going through unprecedented challenges. The data were collected with 12 students who engaged in weekly storytelling and journaling discussions. The diverse group of students from three continents created 84 journal entries and 182 peer responses over the course of a semester. The manual data coding process utilized a hybrid approach for blending inductive and deductive coding techniques. The a priori codes were based on a previously existing model while allowing for data-driven codes to emerge to share the stories of the ELLs. This study illustrates how students were able to use components of storytelling to blend elements from the class and their cultural backgrounds. Furthermore, these students were able to share their innermost problems and challenges while supporting each other during such a difficult phase of their lives.
... Our study employed a longitudinal, qualitative design using visual narrative analysis (Riessman, 2008). Narrative analysis explores the meaning of narratives, described as the 'consequential linking of events or ideas' (Riessman, 2005, p.7). Narratives are used by individuals or groups to construct identities, foster belonging, make sense of experience, motivate, entertain, or mislead. ...
... We adopted the three-step method described by Riessman (2008) for visual narrative analysis. JM undertook the first step to provide familiarisation with the data. ...
... The final step of our analysis allowed us to answer our second research question: how do collections of selfies in portfolios document learning and professional identity development during the first two years of medical school? For this step of the analysis, narratives were constructed by linking small stories with similar content at a particular time point, or series of related small stories at different time points (Riessman, 2008). Our interpretation of these narratives was informed by the stages of participation described in SL theory (Lave and Wenger, 1991). ...
Portfolios are designed to promote self-regulated learning and reflective practice through guided reflection on collections of artefacts. However, many medical students are reluctant to write reflections. On social media and in social research, photographic self-portraits (selfies) document experiences, relationships, and identity. Therefore, selfies may present an unexplored alternative to written reflections. We explored how selfies in student portfolios might support reflection on learning and professional identity development (PID) during the first two years of medical school. Our longitudinal qualitative study analysed 200 selfies, including individual and group photos or videos created by 37 students over 14 months between May 2020 and July 2021. These selfies were included in student presentations alongside other artefacts for interviews with portfolio advisors. The student sample was purposefully selected from a cohort of 147 first-year medical students. Visual narrative analysis identified recurring stories about the participants’ clinical and social learning. Selfies documented classwork, social activities, and clinical learning associated with stories related to Beginning, Connection, Shared Activities, and Belonging. Viewed in combination, the stories revealed narratives of Integration, Competence, and PID consistent with the stages described in situated learning theory. Selfies can offer an alternative or addition to written reflections for engaging and supporting medical students’ reflections on some aspects of their learning experiences. Selfies are relevant to team-based and clinical learning and PID, complementing evidence of academic achievements. Ethical guidelines for their use and further studies on their use in other educational contexts are needed.
... This hidden population was identified via snowball sampling, which is indicated when the researcher attempts to sample hard-to-reach populations without a sampling frame. 20 Data saturation, an instance where no new information emerges from the data analysis, is important in purposeful sampling as it determines the sample size. 21 Despite the saturation point being reached early on (at 9 interviews) and the sample size being considered sufficient, the researchers decided to continue sampling until as many health professions as possible were represented. ...
... The process was completed with debriefing and free questions. 20 The guide was updated after analyzing the 2 pilot interviews, so 2 additional interviews were conducted. All interviews were recorded. ...
... The transcripts were analyzed using a thematic narrative analysis that interrogates "what" is spoken (the content). 20,22 The qualitative data management software NVivo ver. 12 (QSR International Pty Ltd, 2018) was used for the analysis. The data were examined by the interviewer, followed by discussion with and validation by other researchers. ...
Objective: The objective is to inculcate a culture of lifelong learning in health professionals, it is important to investigate how they experience and make sense of it throughout their lives. Methods: An exploratory qualitative study involving thematic narrative analysis was performed from April 2021 to September 2023. A total of 14 health professionals from 12 different health professions who are public servants in Greek hospitals participated in this study. Data were collected via narrative biographical interviews, and the software NVivo ver. 12 was used for data analysis. Results: The thematic narrative analysis revealed 2 themes: (a) the constitution of subjectivity as lifelong learners and (b) the management of learning. All participants reported biographical learning experiences and personal characteristics connected to the lifelong learner identity and demonstrated attributes and skills in lifelong learning management. Conclusion: The study's findings highlight the need to use open qualitative methods to clearly and deeply understand lifelong learning in health professionals' lives. This will foster more discussions about the ways of enhancing the cultivation of skills related to lifelong learning and ensuring the sustainability of health professionals' participation in it.
... Through narratives, identities can be assembled and disassembled, accepted and contested (Holstein & Gubrium, 1999). In narratives, rhetorical skills are summoned to equip the narration with argumentation and persuasion, to convey perspectives and catalyze collective action for change (Riesmann, 2008). ...
... Inviting the readers to predict the future of the characters, their current state, and to justify their agency is a fundamental characteristic of the fictional mind approach (Palmer, 2004). In this case the reader is part of the narrative, simultaneously mediating and interpreting the "other" in dialogue with the "self" (Riesmann, 2008). This synchronicity and companionship between the story's protagonist and the audience is established through the "resonance between the words and the worlds that surround them" (Charon, 2006). ...
... I used thematic analysis to identify parents' capabilities and factors that impact conversion to achieved capabilities as described by parents. I then used identified narratives as 'units of analysis' (Riessman, 2008) to explore, using dialogical narrative analysis (DNA), how gendered parenting norms are contested, resisted, or reinforced. I also draw on Morison and Macleod's (2013a;2013b) application of the concepts of positioning, gender trouble and repair within narrative analysis. ...
... Consideration needed to be given, therefore, to ethical issues, such as the potential instrumentalization of narratives by participant and researcher (Riessman, 2008), and for possible misappropriation or romanticizing of narratives in their retelling (Fine et al, 2003;Hunter, 2010). Dialogue does not end on completion of data collection, but continues through the researcher's analysis (Fine et al, 2003), and there is an ongoing dialogue between participant, researcher and beyond in which 'no-one's meaning is final' (Frank, 2012: 99). ...
Parental leave policies provide possibilities to progress gender justice and more equal sharing of care during a child’s early years. The UK’s Shared Parental Leave (SPL) policy, introduced in 2015, provides such opportunities yet there has been limited uptake. Structural explanations for low uptake include poor wage replacement and restrictive eligibility criteria. However, less is known about how gender norms shape parents’ real opportunities to use SPL.
The Capability Approach (CA) (Sen, 2009a), as employed within social policy scholarship, provides possibilities to evaluate parents’ care capabilities when planning care. There are, however, challenges in identifying what an individual sees as imaginable within a normative context.
Offering theoretical innovation, I combine the CA with a discursive conceptualization of gender to theorize how gender norms are constitutive of parents’ care capabilities. Blurring the distinction between gender norms theorized as a conversion factor, and as constitutive of parents’ capabilities, extends analysis of the UK’s SPL policy as a (normative) means differentially productive of what is imaginable to parents. Employing dialogical narrative analysis enabled examination of how gendered parenting norms shape parents’ decision making.
This article sets out the possibilities and pitfalls of adapting the CA to explore how gender norms are constitutive of parents’ care capabilities and relationalities. I draw on my PhD empirical study to illustrate my conceptual framework and exemplify the interaction between parents’ multiple care capabilities within a couple dyad. I also consider ethical implications of rhetorical work at play through parents’ narratives in which ‘no-one’s meaning is final’ (Frank, 2012: 99).
... I aimed to use my position as an insider-outsider scholar (Hauber-Özer, 2019) and my personal and professional knowledge of second language acquisition and migration to produce valuable new insights. In order to document Syrian young adults' experiences, I utilized advocacy ethnography (Smyth & McInerney, 2013), a blend of critical ethnography (Carspecken, 1996;Madison, 2005) and narrative inquiry (Riessman, 2008), to capture how participants navigated various social, linguistic, and structural challenges in their efforts to invest in language learning and pursue long-term educational and professional goals. This critical and reflective qualitative research methodology sheds light on the intricate and complex processes of learning and identity formation among immigrants, situated within broader power dynamics and socio-cultural, political, and economic contexts (Norton & Toohey, 2011). ...
... I analyzed interview data collaboratively with Samar, employing layered ethnographic and narrative inquiry techniques (Carspecken, 1996;Riessman, 2008). Except for the Arabic interview, we completed analysis in the original language to preserve participants' voices and cultural nuances as much as possible. ...
Language proficiency enables migrants to participate in the host society, resist marginalization, and pursue future goals and identities. This is particularly important for refugees negotiating the acquisition and use of additional linguistic capital amidst socioeconomic exclusion and legal precarity. Even in asylum settings where English is not the official language, it can facilitate access to educational and employment opportunities. Based on findings from an ethnographic dissertation study conducted in Türkiye in 2020, this article examines the role of English proficiency for Syrian refugees studying in Turkish universities, namely how participants invested in and employed English proficiency in order to access higher education and work toward future goals and identities. Layered narrative analysis of in-depth interviews with 11 Syrian young adults revealed distinct strategies for gaining and leveraging English knowledge for personal, social, and academic purposes. The article provides insights into the meanings and utility of English as an international language in asylum settings and pushes back against deficit discourses regarding migration, language learning, and higher education access.
... Bruner's construction of the narrative Thematic narrative analysis (Riessman, 2007) storytelling techniques note taking RQ2: What is the impact of storytelling activities on students' integration process? ...
... In the second phase, data generated from participatory methods and field notes was analyzed using thematic narrative analysis (Riessman, 2007). This type of analysis prioritizes the narrative construction process, delving deeper into the content of what is told or constructed. ...
... A análise foi realizada pelos dois autores, de forma a criar um processo reflexivo que contribui para o refinamento da teorização e criação de categorias explicativas que respondessem à questão de pesquisa. A técnica de análise de narrativas dialógica proposta porRiessman (2008) foi a base desse processo.A primeira fase foi dedicada à identificação das narrativas em documentos, entrevistas e observações. Analisamos as principais narrativas e conteúdo, seguindo da comparação e reflexão das similaridades que permitiram a identificação das principais narrativas das práticas criativas de gestão. ...
Este artigo busca entender como a criatividade plural constitui a prática de gestão de projetos culturais. A pesquisa foi baseada em uma etnografia multissituada e digital, desenvolvida em um processo indutivo e reflexivo, ocorrido ao longo de três fases. As fontes de informação são documentos, observações e entrevistas etnográficas. A abordagem de análise de narrativas dialógicas foi utilizada e gerou o processo de teorização estruturado em categorias explicativas. Os resultados explicam como a criatividade plural constitui a prática da gestão de projetos culturais em três processos: criação, captação de recursos e promoção em projetos culturais. Esses processos são baseados na prática da gestão de relacionalidade que acontece por meio da gestão de conexões criativas, traduções criativas e limitações criativas nos projetos culturais. A pesquisa contribui para os estudos em gestão de projetos da economia criativa, explicando e teorizando como a criatividade plural é uma prática de gestão fundamental para projetos deste setor. As contribuições propostas fornecem diretrizes para o desenvolvimento de estratégias que promovam a criatividade plural, por meio da gestão relacional, proporcionando um ambiente colaborativo em projetos culturais.
... The sample size itself for this study may be considered relatively small, although 14 longitudinal and an additional 6 cross-sectional interviews is commensurate with achieving 9-17 interviews for saturation within qualitative research (Hennink and Kaiser 2022). A larger sample would also not have been suitable for the in-depth structural narrative analysis (Riessman 2008), particularly as this was implemented longitudinally. Inclusion of the six cross-sectional interviews also aided differentiation between the different narrative types identified, although a second interview would have provided additional data on how or if a 'carer identity' had been adopted over time. ...
Longitudinal studies can provide insights into how family members negotiate the caring role and carer identity over time. The analyses of the longitudinal, qualitative interviews on ‘living well’ with dementia from the IDEAL cohort study aimed to identify the shifting, embedded narratives of family members of people with dementia as they negotiated the caring role and carer identity over time. Twenty semi-structured, qualitative interviews were conducted with family members of people with dementia and 14 were repeated one year later; these interviews were analysed using cross-sectional and longitudinal thematic and structural narrative analyses. Longitudinal, interrelated themes, including the care needs and decline of the person with dementia, relationship change and variable service support, framed the narrative types of family members. Six shifting narratives, apparent as dominant and secondary narrative types, characterized negotiating the caring role over time: absent/normalizing, active role adoption / carer identity, resistance, acceptance and resignation, hypervigilance/submergence and role entrapment, and foreshadowed future. The presence or absence of a carer identity was also evident from interviewees’ accounts, although, even where family members were overburdened by the caring role, they did not necessarily express a carer identity. Rather than considering transition into a carer identity, hearing different narratives within the caring role is important to understand how family members experience caring, whether they see themselves as ‘carers’, and when and how they need support. Timely and continued post-diagnostic support, where different caring narratives are recognized, is needed, as well as international initiatives for carer identification.
... These were not analyzed, but rather served as a source and support for building a holistic and in-depth understanding of Petri's experiences alongside the documented information and discussions with him. Data analysis and writing took place in 2022 and 2023, focusing mainly on the content of Petri's writings; however, we also paid attention to the structure of his narrative (Josselson and Hammack 2021;Riessman 2008). Based on the different materials and discussions, we organized the key events and experiences in chronological order to form an overall "plot" of his story, which was then used to identify the prototypical form of his narrative. ...
This paper discusses the rights of people with young onset dementia in their everyday lives. It does this by collaborating with co-author Petri, who was diagnosed with dementia whilst of working age. Petri shares his story of navigating the system to find resources for living a good and valuable life with dementia, starting with the challenges he faced in getting a diagnosis and accessing services, through to advocating for people living with dementia to defend their rights. The narrative form of Petri’s overall story is progressive; it reveals a range of challenges yet portrays a person living as well as possible with dementia. Key themes in Petri’s story are accompanied by a dialogue of Finnish laws and regulations, as well as literature on dementia. Besides increasing awareness and fostering change, Petri sees opportunities such as advocacy work as a rehabilitative activity for himself and as a way to show that it is possible to live an active life with dementia. From a practical and ethical point of view, it is crucial that academic researchers carefully consider how to remain sensitive to the lived experience of realizing one’s rights and maintain a regular dialogue and transparency during the co-authoring process.
... This aimed to furnish comprehensive information and reduce communication faults that could lead to ambiguous data. The interviews provided participants the opportunity to convey their perspectives (Riessman, 2008). The data obtained from the interview results were subjected to thematic analysis (Braun & Clark, 2006). ...
The purpose of the study was to investigate pre-service teachers' perceptions about the incorporation of the Glossary as serve a role in area of translation as a supporting tool that is used in translation efforts where they are used to clarify meaning in the translation classroom at one of the private universities in East Java. The researchers conducted a narrative inquiry using a qualitative approach. Three EFL pre-service teachers who had finished a translation course participated in semi-structured interviews to gather data for this study. The results of this study show that technical and non-technical complexity affect how the Glossary is used in the Translation class. Along with to the complexity, the research declares that participants saw a notable influence following active use of the Glossary. The information provided leads to the conclusion that any technological integration should be viewed from various angles, as demonstrated in this study in the pedagogical aspect in translation classrooms.
... To best represent the participants' construction of reality, a narrative methodology was employed to meaningfully understand events and experiences of participants. "The goal in narrative interviewing is to generate detailed accounts rather than brief answers or general statements" (Riessman, 2008). Through the analysis of narrative experiences, this work aims to examine the role internalized sexism plays into women agricultural educators' interpretation of themselves as agricultural educators. ...
Women have always been included in agriculture in some capacity, but the power they hold in these agricultural settings has altered over time. Women have had an increased presence in agricultural education preparation programs since the 1990s, and their presence within agricultural classrooms has been increasing since then as well. The shifting numbers of women in agricultural education over time have given rise to questions concerning gender bias and how it may be present for women in agricultural education. Much of the existing research on women in agricultural education focused on changing demographics and the barriers women face when entering the field. Examining the role internalized sexism plays into women agricultural educators' oppression of the self is necessary to understand the full extent of agricultural education's existing oppressive structures. The purpose of this study is to address the current gap in research of internalized sexism in agricultural education through the analysis of interviews from eight women agricultural educators. Four of the seven dialogs of internalized sexism-powerlessness, incompetence, invalidation, and derogation-are utilized to examine how internalized sexism manifests in the interviews of eight women agricultural educators. While data has been presented in specific categories, the process of data analysis revealed the distinguishing of dialogs was not as clean-cut as anticipated as the coding process revealed an incredible amount of thematic crossover. Recommendations and implications are provided to encourage moving forward with more equitable research for marginalized and diverse populations.
... Methodologically, discourse analysis (Fairclough, 2013) and structural and dialogic narrative analysis (Riessman, 2008) guided the larger study. These approaches align with our quest to understand big and small moves in both what participants said and how he said it. ...
Victimologists observe that telling one’s story can foster healing for survivors of violence. To understand these processes better, victims’ narratives must be understood as situated acts of telling. This paper takes one man’s narration of victimization long past — child abuse and rape — as a case. We examined his interview-derived storytelling with a focus on narrative positioning, narrative discourse modes, and negations. We found that Stefan (a pseudonym) used various discursive modes and narrative positionings to exercise control over the stories and what they mean. His agency was partly achieved by what he recounted not doing or saying, and what he refused to address in the interview situation. Thus, his narratives feature his own defiance and self-empowerment in both the scene and the aftermath of violence. These findings lead us to conclude that narrative strategies of storytelling should be taken into account in any practical interventions that involves testimony about harm.
... Roman-Acosta D cómo las narrativas se entrelazan con los contextos sociales y culturales. Tanto para Connelly y Clandinin (1995), como para Riessman (2008), las narrativas se construyen de pequeños relatos de vida con una sucesión temporal en espiral. Elliott (2005) ofrece una visión comprensiva del análisis narrativo, destacando diferentes enfoques y técnicas utilizadas para analizar narrativas. ...
Qualitative research focuses on the in-depth and contextualized exploration of phenomena, requiring precise use of terminology to ensure the consistency and quality of studies. This article examines the confusion and controversy surrounding key methodological terms, offering a critical review of the literature. Through a systematized review of academic sources, these terms are clarified and practical examples are provided for their correct application. This effort contributes to conceptual clarity and promotes a more productive discourse among researchers, strengthening research practice and the generation of knowledge in the qualitative approach.
... My interdisciplinary approach here is aligned with the so-called "narrative turn" of the humanities (Herman, Jahn, and Ryan 2007) and human sciences (Riessman 2008) that in the last several decades has generated much research into "the various ways in which narrative and narration give meaning to what we usually call the self " (Kerby 1991: 1). ...
In this paper I outline a grounded theory of psychological wellbeing in creative writing. Building from this theory, I offer an interdisciplinary tool for facilitators and educators in the broad field of writing and wellbeing: The WRITE Model. In doing so, I address a paucity of psychological studies into the wellbeing-promoting processes inherent to creative writing, beyond the now well-trodden paradigm known as expressive writing. Following a number of inductive qualitative interviews with creative writers (n = 14), I defined four conceptual categories: creative writing as (1) Owning experience, (2) Valuing the self, (3) Sharing experience and (4) Transcending the self; the core category was Becoming more. My aim in the present article is to provide both a theoretical discussion of this data and to impart a practical framework for researchers, facilitators and educators. Therefore, the theoretical categories are rendered here as four applied processes, each contributing to a central core process. The four processes are: Working with and Regarding personal material, as well as Transmitting this material and Engaging beyond the self. Each of these processes, according to the theory, contributes to a core process of Identity constructing. Implications and limitations are discussed.
... One such method is narrative interviewing, which allows participants to tell their story without a predefined agenda. [11][12][13] It is important that any interview approach is sensitive to the participants' needs, as cancer can bring with it many strong emotions which may also be difficult to articulate. ...
Objectives Cancer poses a major burden in Ghana that is exacerbated by poor engagement with biomedical treatment. The reasons for this are not well understood for most cancers and in northern Ghana.
Design This research took combined narrative interviews with a creative task that was analysed through reflexive thematic analysis.
Setting A tertiary treatment centre in northern Ghana.
Participants 15 adult (>18 years) patients or their relatives who had been diagnosed and/or treated for cancer within the last 2 years.
Results The thematic analysis highlighted the psychological burden of cancer and ways participants cope and find meaning, including through religion, trust in biomedical treatment, and occupation and social support. The findings stress the negative impact of the financial burden, shame, worry and the spiralling poverty this causes.
The creative task was found to be resonant, emotive and more humanising, which is anticipated to be more effective when communicating with policy-makers and community members. The findings provide rich contextual insights to understand patients’ and relatives’ perspectives and frame their experiences within what was important to them.
Conclusions Together the research has identified a critical need for policy to consider the psychosocial, occupational, spiritual and financial needs of patients with cancer in northern Ghana. It has demonstrated narrative interviews with graphical elicitation as an effective approach to discuss sensitive topics for findings that can engage stakeholders and inform holistic cancer service design.
... This paper encompasses all data related to patient experiences gathered from various conversations and observations involving the clinical team, including nurses, doctors, and the occupational therapy unit, during ward rounds and other hospital sections, as well as from caregivers. The transcripts were thoroughly reviewed, coded, and revised within a discursive narrative analytical framework (Fina and Johnstone 2015;Riessman 2008). Translating information from Yoruba to English was straightforward for me, as I am fluent in both languages; however, some Yoruba words have been retained when an exact English translation was lacking. ...
This article explores the creation, significance, and implications of
patienthood within biomedical psychiatric hospital care practices, a
topic that has often received insufficient attention from researchers.
Using an ethnographic approach and discursive narrative framework,
I argue that patienthood in this mental hospital is a social status deliberately
constructed to facilitate decision-making regarding treatment
and to guide social interactions within the hospital context. While
patienthood is created within the hospital, its effects extend beyond its
walls. I demonstrate that patienthood is a multifaceted concept emerging
from ‘assemblage practices’ within the hospital, involving numerous
human and nonhuman entities contributing to its creation and perpetuation.
The processes underpinning patienthood are dispersed and
collectively shaped by multiple ‘agents’, often diminishing the patient’s
active agency. This paper contributes to empirical knowledge and
enhances our theoretical understanding of doctor-patient relationships
and the evolving concept of ‘patienthood’ over the past six decades. It
bridges the divide between older and contemporary literature and
perspectives on doctor-patient relationships and patient agency, particularly
concerning the Parsonian ‘sick-role’ and ‘assemblages’ theory.
Furthermore, the article addresses the implications of its findings for
mental health care, paving the way for a more comprehensive understanding
of the complexities involved in caring for individuals with
mental health issues.
... En este tipo de análisis, se caracterizan los acontecimientos principales, los actores involucrados, los escenarios, las temporalidades y los puntos de giro que experimentan los participantes. Posteriormente, con cada participante, se analizan las tramas de sentido alrededor de los acontecimientos más destacados (Riessman, 2008). Este proceso permite reducir datos, realizar codificaciones abiertas, hallar unidades de sentido y construir categorías emergentes. ...
El presente libro expone el estado actual de los objetos de estudio vinculados a las líneas y grupos de investigación del Énfasis de Lenguaje y Educación del Doctorado Interinstitucional en Educación, sede Universidad Distrital (DIE-UD). Además, presenta las consideraciones epistemológicas y metodológicas de estas líneas, así como sus proyecciones. Cada uno de estos aspectos es abordado a partir de las experiencias de los grupos de investigación, del desarrollo de proyectos por parte de los profesores y de las tendencias temáticas de las tesis y proyectos de tesis de los y las estudiantes.
... Data collection was primarily based on a first-person narrative account provided by the patient, supplemented by secondary sources, including policy documents, healthcare reports, and prior research on oncology service delivery in South Africa. Narrative analysis was employed to interpret the patient's experiences, identifying recurring themes such as medication shortages, financial hardship, and inadequate patient communication (Riessman, 2008). Triangulation was achieved by including advocacy efforts by organizations such as the Cancer Association of South Africa (CANSA), which contextualized the patient's experiences within a broader policy and service delivery framework. ...
Purpose: This study examines the relationship between medication shortages and supply chain inefficiencies within the healthcare system, particularly in cancer care. Furthermore, it examines how logistical challenges, including delays and inadequate distribution networks, worsen the shortage of critical cancer medications, affecting patient access to essential treatments. Research Design and Methodology: To understand how these supply chain inefficiencies impact healthcare delivery in oncology, a qualitative approach incorporating a literature review and case studies is used. The study applies supply chain resilience theory to assess current logistics' effectiveness and identify areas for improvement. Findings and Discussion: The study highlights the significant role of supply chain inefficiencies in exacerbating medication shortages, which directly impact cancer patients' access to life-saving treatments. It underscores the need for better management practices, more efficient distribution systems, and enhanced logistics to address these issues. Implications: The study stresses the importance of strategic supply chain improvements to ensure the consistent availability of critical medications. The findings aim to guide healthcare policies and practices, particularly in oncology, to enhance patient care and improve healthcare outcomes. Addressing these inefficiencies will facilitate more reliable and timely access to cancer treatments, ultimately improving patient outcomes.
... Narrative Analysis: Narrative analysis is conducted alongside thematic analysis to discover the personal experiences and stories participants tell about their lives. This helps to see the effects of the programs in context and elucidate the nuances (Riessman, 2008). ...
This paper explores the integration of abstract and divergent thinking into the Chinese educational system, traditionally dominated by rote memorization and high-stakes testing environments such as the Gaokao. Despite the success of this system in producing high-performing students on international assessments, it falls short in fostering creativity and critical thinking skills essential for the 21st-century global economy. Drawing on Vygotsky's Sociocultural Theory and Guilford's Theory of Divergent Thinking, this study proposes educational reforms incorporating inquiry-based and project-based learning to cultivate these skills. The research utilizes a mixed methods approach, collecting both quantitative and qualitative data from urban and rural schools to assess the impact of these pedagogical strategies. The findings suggest that integrating abstract and divergent thinking significantly enhances creative problem-solving and adaptability among students, urging a shift in teacher training and curriculum design to prioritize these cognitive skills.
... Reissman's (Riessman, 2008) performative narrative analysis (PNA) was employed to analyze the interviews, which were voice recorded and transcribed verbatim. The analysis examined 'what' (the content of the narrative) was said about the Cape Flats neighborhoods and 'how' stories of violence were told among drivers who fell victim to physical assault in these spaces (B. ...
There has been a rapid increase in crimes against e-hailing drivers in South Africa (SA) since the coronavirus pandemic in March 2020. This study explores the narratives about interpersonal violence among black and migrant Uber drivers who navigate through peri-urban neighborhoods in Cape Town, SA. Their narratives unearth the cultural and socio-geographic understandings of violence within increasingly impoverished, violent, and marginalized areas. Moreover, the narratives highlight the peri-urban geographies of precarity, labor, and the ways in which interpersonal violence impacts their mobility and lives. Theoretical arguments emerge on 'safety' and 'embodied fear' that Uber drivers experience in peri-urban areas, which portrays a microcosm of South African society reflecting on race, class, labor, xenophobia, and geographic location. This work gives insight into the construction of migrant e-hailing drivers' positionsfung-ibility, precarity, and xenophobia. ARTICLE HISTORY
... (Riessman, 2008). Collaborative workshops further empower community members to brainstorm, prioritise, and co-create solutions, fostering ownership and sustainability (Chambers, 1997). ...
This paper explores the intersection of anthropology and the Inspiration Economy, proposing an integrated framework for addressing complex socioeconomic challenges through culturally sensitive and innovation-driven solutions. The authors reviews how anthropological techniques such as participant observation, deep immersion, cultural mapping, and participatory action research can demonstrate deep cultural understanding and community engagement and enhance the effectiveness of socioeconomic development initiatives. Participatory approaches and contextual understanding offer a robust foundation for uncovering the root causes of community problems and co-creating sustainable interventions. The Inspiration Economy, on the other hand, leverages inspiration, creativity, and human-centred design to foster socioeconomic transformation. By combining both disciplines, this research demonstrates how interdisciplinary approaches can lead to more inclusive, equitable, and impactful outcomes. The theoretical foundations of anthropology and the Inspiration Economy highlight their complementary strengths. It then examines how anthropological methodologies-such as ethnography, cultural mapping, and participatory action research-can enhance the design and implementation of Inspiration Economy initiatives, including Inspiration Labs, Poverty Elimination Labs, and Socioeconomic Development Labs. Through a series of case studies analysis, the paper illustrates the practical application of this integrated framework, showcasing its effectiveness in addressing diverse challenges such as poverty alleviation, public health, and community resilience. Key findings reveal that the synergy between anthropology and the Inspiration Economy ensures solutions are innovative, culturally relevant, and sustainable. This approach fosters long-term resilience and transformation by grounding inspiration-driven initiatives in local contexts and empowering communities to take ownership of their development. The synergy between the two fields shows that more novel, culturally sensitive, sustainable, and innovative solutions can be achieved. The practical framework offers more possible interdisciplinary collaboration and contributes to a deeper understanding of how academic theory and practical application can converge to drive meaningful change, offering a transformative framework for socioeconomic development that is both inclusive and forward-looking.
... This was a qualitative study with elements of participatory action research (Creswell, 2018). Data used in this article are mainly drawn from the narratives of 15 unstructured indepth interviews (Riessman, 2008) administered to three cohorts of NTS: five current students, seven graduates and three dropouts of the School of Computing and Informatics Technology (CIT) undergraduate degree programmes. Since we intended to explore into individual stories of NTS' lived realities and experiences, our selection of the participants did not aim at achieving representativeness of the sample but at the 'richness of the data' (Liamputtong & Ezzy, 2005, p. 49). ...
Liberalisation of higher education in Uganda meant opening its provision to the private sector, and also running a public-private mix model at public institutions. Consequently, the composition and needs of the student population at universities have changed due to flexibility in provision of study programmes and access routes. Students who had previously been excluded are also joining in increasing numbers. This article uses the feminist frameworks to equality and difference, discourses of integration and exclusion and the concepts of Othering and Other to unpack equality of access, equity and inclusivity spaces of these new types of students. The aim is to contribute towards a learning agenda that promotes quality and sustainable educational development for all. We draw our findings from the voices of non-traditional students at a public university in Uganda. We validate these with voices of other germane actors to understand better the institutional policy and practice environments available to them. The equal opportunity provision has widened access for NTS but their equity and inclusivity spaces remain inadequately filled. To achieve sustainable inclusive and equitable quality higher education we suggest a policy, practice and provision environment that promotes a transformative lifelong learning agenda.
Disability and LGBTQ+ communities experience healthcare disparities, however, most research has looked at these communities separately which erases the unique health experiences of people who belong to both. This project sought to explore intersections between gender, sexuality and disability within Canadian health contexts through three life-story interviews with seven adults (aged 25–35; 21 interviews total) who identified as LGBTQ+ and experiencing disability. Thematic narrative analysis resulted in interrelated themes associated with axes of self-identification that demonstrated how participants navigated tensions between being perceived as not disabled, trans and/or queer ‘enough’ or ‘too much’ within healthcare settings. Participants relayed stories of strategically omitting and/or sharing aspects of their intersectional identities with healthcare providers to receive the care they needed. This study, in demonstrating some of the difficult compromises and decisions LGBTQ+ adults who experience disability navigate to access healthcare, highlights how ableism, cis-heterosexism and racism intertwine to shape medical systems.
String intonation is a topic of pedagogical interest, but also a domain involving implicit, embodied knowledge that may be hard to convey in words. This study investigated how prominent string musicians approach expressive aspects of intonation, when only verbal means of pedagogical communication are possible. A search through the professional periodical The Strad with the combined keywords “expressive” and “intonation” generated a set of articles that were subjected to narrative analysis. Four approaches emerged in this textual material: Casals’ “expressive intonation” as reference; expressive aspects of intonation as implied between the lines; ambiguous communication surrounding the connection between intonation and expressivity; and intonation and expressivity as separate concepts. Musicians’ strategies for verbal communication varied greatly, and intonation was clearly described as an expressive means in only a quarter of the articles. It is argued that passing on the tacit knowledge of expressive intonation requires not only performance experiences and artistic insights, but also a well-developed and accurate vocabulary in teaching.
Purpose: To determine the causes, consequences, and potential outcomes of conflict resolution, this study investigates the social elements of sectarian violence in the Sukkur Division district. The study makes use of sociology to explain how to strengthen neighborhood relationships and produce long-lasting peace.Design/Methodology/Approach: The Data were collected through a questionnaire from the victims of sectarian violence. A sample size of 460 was randomly selected. Using techniques of descriptive statistics, reliability, and regression analysis to find out the consequences behind sectarian violence. All methods were performed in the SPSS 30 version for the data analysis.Findings: The findings emphasize the need for socio-politically tailored policies. These measures may strengthen efforts to address sectarian conflict's root causes and promote lasting peace. The study shows that political, social, religious, and historical factors complicate sectarian conflict in the Sukkur Division. The division has gradually developed sectarian divisions, especially in recent decades while accommodating several religious congregations. Economic inequality, political manipulation, and religious extremism raise tensions. Violence has increased due to the state's failure to address inequality and its sometimes-sectarian involvement. Political and religious leaders exploiting these differences for power has made unity and reconciliation harder.
This article represents an attempt to delve into and describe the complex dilemmas that female researchers encounter while conducting interviews within the context of a research project titled About becoming… Narratives of Parents with Adult Transgender Children. We present the challenges associated not only with the need for a solid theoretical foundation but also with a heightened awareness of one's own biases, the ability to avoid judgmental remarks, and effective "emotional management." However, during the research process, it becomes evident that possessing a theoretical framework alone is insufficient. An essential aspect is the continuous adaptation of the researcher's role during the interview. We are not referring to a one-time transformation from one role to another, nor a definitive assignment of a specific role. Instead, we mean the researcher's ability to adjust their behavior and attitude fluidly and repeatedly during a single interview.
This chapter delves into the theoretical and methodological underpinnings of this study, centring on the discursive construction of hybrid threats within European security narratives. While hybrid threats serve as the central theme, the chapter emphasises the processes through which these threats are rendered intelligible as security concerns rather than exploring their origins or direct policy implications. Drawing from poststructuralist security studies and narrative analysis, the chapter examines how threats are constituted, framed, and operationalised through discursive practices. It underscores that hybrid threats are not pre-existing phenomena but are actively constructed within specific political and institutional contexts.
The chapter critiques traditional security studies for their state-centric and objectivist assumptions, which treat security as the protection of fixed entities against external threats. Instead, it advocates a discursive approach that interrogates the processes through which threats are identified, characterised, and responded to. Central to this perspective is the idea that security is inherently political, contingent, and contested. Hybrid threats, such as cyber intrusions, disinformation campaigns, and attacks on critical infrastructure, are framed not as objective realities but as phenomena shaped by narratives that legitimise particular actions and institutional roles.
Through the lens of narrative analysis, the chapter explores how hybrid threats function as a leitmotif within European security narratives. This leitmotif serves as a recurring and unifying theme, providing coherence to disparate security concerns while reinforcing the centrality of NATO and the EU in addressing them. The chapter highlights the three key components of narratives—setting, characterisation, and emplotment—as analytical anchors for understanding how security narratives are constructed. The setting defines the European security environment as fraught with ambiguity and evolving threats. The characters, including NATO, the EU, and their affiliated institutions, are portrayed as protectors of Europe’s stability and values. Emplotment weaves these elements into coherent storylines that justify institutional actions and policy decisions.
By focusing on the discursive construction of hybrid threats, this chapter reveals how these narratives shape interpretations of European security, influencing not only policy responses but also the identities and positions of key actors. It highlights the role of hybrid threats as a symbolic and adaptable framework, reflecting the evolving nature of security challenges while reinforcing the authority of NATO and the EU. This narrative approach underscores the importance of critically examining the assumptions and power dynamics embedded in the framing of threats, offering insights into how European security is conceptualised and operationalised.
Large Language Models (LLMs) offer possibilities for changing the mental health services landscape. Given the fast moving nature of digital developments, there are a paucity of policy and practice recommendations for practicing professionals in the field. This qualitative study used demonstrations of the LLM ChatGPT and a case vignette of a patient describing preference for an LLM over a human therapist to elicit the perceptions and thoughts of therapists perspectives on LLMs and their possibilities for enhancing the work of mental health treatment. A total of 21 first interviews and 8 follow-up interviews with mental health professionals. The team used a narrative approach to analyze the interview data, identifying three broad themes: knowledge about LLMs, beliefs about LLMs and emotional responses to LLMs. These findings can inform user perceptions and practical applications for mental health practitioners and offer the field a reflection on how therapists are viewing these technologies.
While a significant body of research in educational management and leadership is systems and operations-focused, assessing how school leaders manage various factors and forces in order to be successful, schools and their challenges are largely sociological in nature. Applying social science perspectives to leadership is a valuable endeavor, especially related to learning how leaders promote equitable change to serve more diverse students with non-academic needs. Through interviewing 12 leading US education scholars, or “non-traditional” educational leaders, this paper surfaces tangible and actionable strategies for educational leaders to move beyond management to successfully disrupt the currently inequitable status-quo of educational outcomes. Specifically, this paper demonstrates that effective equity-oriented educational leaders leverage forms of political capital to advance their agendas. In particular, findings demonstrate that leaders (1) think “structurally” to assess and address barriers and challenges to equity, as well as (2) remain steadfast, wielding political capital, to be successful in the face of opposition. This paper calls for broader articulations of educational management and leadership in order for leaders to effectively promote needed change in the face of challenging modern contexts.
Globally, the past 10–15 years has seen universities experiencing increasing governmental reforms, including expectations for greater societal engagement. This places demands on the most senior university leaders to address and be seen to address these expectations. How do they situate themselves and negotiate their demanding role both inwardly and outwardly? We addressed this question in a case study of four rektors in four (of the eight) universities in Denmark. Using in-depth multi-mode data collection and analysis processes, we documented their lived experience negotiating the societal expectations of universities within the affordances and constraints of their roles in particular universities. Each was deeply committed to enhancing ‘their’ university’s societal engagement, externally representing the reality of ‘their’ university’s past, current and future visions of U-SE – against societal perception of the lack of such engagement. This involved outward, tête-à-tête, relationships with a range of societal actors, alongside downward, ‘leader-of-leaders’ distanced interaction throughout the institution. As the portal between the university and society, they were tracking, filtering, shaping the movement of knowledge between the two. The study contributes a richer conceptualisation of university leadership and university-societal engagement, alongside demonstrating the value of an analytic approach focused on examining individual and structural interactions.
LGBTQ victim-survivors of intimate partner violence (IPV) encounter numerous obstacles to accessing professionalized support, including internal factors that engender reluctance to engage in professionalized services. This gap in knowledge constitutes a limiting factor to the uptake of these services, even when significant effort has been made to accommodate these individuals. Semi-structured life history interviews were conducted with ( N = 30) LGBTQ victim-survivors aged 19–79 years with recent (<2 years) and/or ongoing IPV experiences. These factors functionally curtailed access to appropriate support, even when available. The implementation of inclusive services must be attentive to and address affective barriers encountered by LGBTQ victim-survivors
Background
Anti-Asian racism is linked with adverse mental health conditions in young East Asian populations. There is a need to explore how to develop mental health resources for East Asian parents, yet minimal research explores anti-racism strategies for this work.
Purpose
The objectives were to: open a critical dialogue for developing anti-racism strategies for mental health knowledge translation (KT) resource development, and explore complexities with engaging East Asian parents when developing KT resources.
Methods
A narrative inquiry was conducted to collect East Asian parent stories on anti-racism strategies and mental health. East Asian parents across Canada engaged in semi-structured interviews between August to October 2022. Dialogic/performance analysis was used to inductively analyze the data. Findings: Three composite counter-narratives emerged from the data: 1) Storying issues of access within child mental health KT; 2) Seeking understanding and solidarity for the East Asian identity and story; 3) Unlearning, breaking barriers, and storying resistance. The composite narratives wove together seven storylines: a) availability and affordability, b) language and vocabulary barriers, c) lack of representation, d) issues of representation: power and whiteness, e) East Asian standpoint epistemology, f) breaking cycles, g) culture as a source of strength.
Conclusion
The findings highlighted the complexities of engaging East Asian parents and recommended the need for an East Asian standpoint epistemology when developing child mental health KT resources and counter-spaces as a way to facilitate the centrality of East Asian standpoint epistemologies. These anti-racism strategies may promote solidarity for shared experiences beyond the white gaze and spaces.
Despite the growth of qualitative research, we lack a systematic understanding of the lived experiences of qualitative scholars themselves. Our study is motivated by the intuition that by shedding light on the “map makers behind the maps” we may gain a novel view of the field: of the assumptions, emotions, fears and hopes that anchor extant qualitative theorizing. In this spirit, we solicited personal letters from a sample of North American and Western European management and entrepreneurship scholars, inviting them to reflect on their experiences as bases for articulating insights and advice for future researchers. Our letters revealed three distinct “maps of the field”: “roadmaps”; “political maps”; and “pictorial maps.” These maps stressed different features, distinct temporal orientations (past or future), emotions (positive, negative, or mixed), and “navigation advice.” Based on these various “maps” and insights, we draw theoretical and practical implications for future qualitative research.
La nueva normalidad ha evidenciado múltiples retos y oportunidades en la integración de las TIC en los procesos educativos. Entre los retos, se destacan las desigualdades en el acceso a la tecnología, la necesidad de capacitación docente en competencias digitales, y la adaptación de los contenidos curriculares a formatos virtuales. Sin embargo, las oportunidades son igualmente significativas, las TIC permiten personalizar el aprendizaje, facilitar el acceso a una vasta cantidad de recursos educativos, y fomentar la colaboración y el aprendizaje activo a través de plataformas interactivas. Esta obra está compuesta de seis capítulos en los que se abordan algunas perspectivas de la trascendencia de las TIC en los procesos educativos en la nueva normalidad. El objetivo del libro es compartir propuestas innovadoras, resultados de investigaciones de la aplicación de estas tecnologías, con el fin de generar nuevo conocimiento sobre los efectos en los alumnos, maestros y en el aula.
Conducting qualitative research is an arduous task for early-career researchers. Throughout their academic journey, novice researchers need to employ strategies to overcome various challenges while designing, conducting, maintaining, and reporting qualitative research. In this protracted odyssey, exploring challenges in the ESL/EFL landscape requires effective time management, maintenance skills, and momentum to navigate complex methodologies within diverse linguistic and cultural contexts. This chapter provides a comprehensive exploration of challenges early-career researchers may face and offers a suite of strategies and suggestions drawing from recent studies. The chapter further emphasizes the importance of ethical considerations and engaging in professional development opportunities critical to qualitative inquiry. Thus, this chapter serves as a resource to empower early-career researchers in ESL/EFL to embrace qualitative research with resilience, balance, and ethical rigor.
Virtual exchanges (VEs) promoting engagement among students in different countries and advancing intercultural understanding have become widespread. However, challenges such as class scheduling and time-zone differences, course and institutional requirements, mean it is not always possible to conduct exchanges over extended periods. We describe a short-term synchronous VE undertaken over two two-hour sessions on consecutive afternoons between college students in Japan and Taiwan. The primary objectives of this VE were to provide students with opportunities to practice English in an international context, gain intercultural understanding, and evaluate the feasibility of future short-term exchanges. With a focus on our assessments and reflections as the instructors who planned and implemented the exchange, we conclude by presenting a general outline for other educators and students with limited timeframes wishing to offer meaningful experiences through international intercultural VEs.
This study explores the identity narratives of three disabled pre-service teachers in Hong Kong. Drawing on narrative inquiry, we ask: how do the students’ teacher and disability identities intersect – if they do? What role does teacher education play in these narratives? The narratives emphasise three differing intersections: (1) shifting intersections between teacher and disability identities across social contexts; (2) taking a disability activist stance as a teacher; (3) and keeping these two identities separate from each other. We discuss how these narratives are constructed in relation to societal discourses around ‘normal’ and ‘able’ teachers. In doing so, pre-service teacher education narrows the potential and desired ways of being and becoming a teacher. This study contributes to unpacking the complex, emerging and evolving intertwinements between pre-service teachers’ professional and disability identities. Implications for inclusive futures of teacher education in Asia and beyond are discussed.
This study explores the adoption of AI in the UAE’s creative industries through interviews with nine professionals, primarily Emiratis, from journalism, filmmaking, content creation, and heritage sectors. Their insights shed light on the intricate relationship between technological progress, job stability, and the preservation of cultural integrity. One of the key observations was the dual nature of AI’s impact: while it undeniably enhances operational efficiency and reduces expenses, there are valid concerns regarding the authenticity and quality of AI-generated content and its potential impact on the development and utilization of professional skills within these industries. Despite the UAE government’s strategic initiatives to promote AI adoption, the findings revealed a notable absence of clear guidelines, placing the onus on individuals to proactively navigate the landscape of AI integration. This research challenges the prevailing narratives that often depict the Global South as passive consumers of technology as it highlights the participants’ acute awareness of the inherent biases present in AI technologies, particularly in the representation of their local culture.
Refugee children in this article offer a profoundly distinctive viewpoint, perceiving the world with a nuanced introspection. Young refugee participants from sub-Saharan backgrounds engaged in a series of storytelling workshops to explore their integration processes in Algeria. The constructed narratives, which were looked at through a qualitative lens, provided a unique perspective on the meaning of peace. Employing arts-based methods, the young storytellers draw upon a broader understanding of refugee realities lived in a host country, offering deep insights into the brutal conditions of their displacement journeys, human rights, and social justice. This article aims to celebrate the uniqueness of refugee children’s narratives and lived experiences while foregrounding their voices and perceptions. By doing so, it enriches the narrative beyond established paradigms in both host societies’ assumptions and the existing research on refugees and migration literature. The findings underscore the need for a more inclusive approach to addressing the multifaceted challenges faced by refugee children, highlighting the transformative role of storytelling in shaping policies that are informed by their own lived experiences.
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